Abstract:
The aim of the current research was to investigate the effectiveness of using
accelerated learning in teaching the statistics course on the achievement and
statistical thinking among female students of the Department of Psychology
in the College of Education at Najran University. To achieve this aim, the
research adopted the one-group quasi-experimental design. The research
material consisted of a unit in statistics designed in the light of accelerated
learning, a teacher's guide, as well as worksheets. The research instruments,
which comprised an achievement test on the statistics course and a test of
statistical thinking, were applied before and after the treatment. Research
sample consisted of )40( third-level students majoring in Psychology in the
College of Education at Najran University. Results showed a higher level
of participants on the post-application of the achievement test and statistical
thinking test. A statistically signifcant difference was found between the
mean scores of the participants on the pre- and post-application of both the
achievement test and statistical thinking test in favor of the post-application.
In light of the research results, a number of recommendations and suggestions
were made.
